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Mucavele, Simao. "Factors influencing the implementation of the new basic education curriculum in Mozambican schools." Thesis, Pretoria : [s.n.], 2008. http://upetd.up.ac.za/thesis/available/etd-04272009-095504.
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Kubheka, Praise-God Ntandokayise Mandla. "Factors influencing employee engagement during change." Thesis, Nelson Mandela Metropolitan University, 2015. http://hdl.handle.net/10948/3135.
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A lot of attention over the years has been focused on understanding employees resistance to change. A few researchers have provided insights into the reasons why some employees remain positive and engaged during times of uncertainty and changes in the organosation. To help build this knowledge area the study was aimed to investigating the factors that drive employee engagement during change. One-hundred-and-twenty employees, across a cross-section of jobs at a specific bank in South Africa, were surveyed. The empirical results obtained from the survey showed that independent variables such as dialogue, organisational culture and a clear4 career plan were congruent with the expected results. In other words these vriables displayed a significant association with the de[endent variables (e.g. job involvement, organisational commitment and organisational citizenship behaviour.).
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Stroud, C. A. "Gender differences in the factors influencing option choice." Thesis, University of Exeter, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.376409.
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Marcela, Michael Richard. "Factors influencing curriculum in elementary self-contained special education classrooms." Diss., This resource online, 1996. http://scholar.lib.vt.edu/theses/available/etd-10052007-143103/.
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Rawlins, Owen. "Factors influencing middle managers to enable or inhibit change." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/64918.
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Organisations undergo various change initiatives as a result of both external and internal pressures in order to survive and prosper, yet it is estimated that approximately 70% of change initiatives fail. Middle managers play a vital role in change initiatives; however, little is known about their views regarding the factors that enable them to commit to change initiatives. The purpose of this study is to ascertain which factors influence middle managers to enable or inhibit change.
Qualitative, exploratory research methods were employed in this study, with the data being analysed utilising thematic content analysis. Fifteen semi-structured interviews were conducted with middle managers from four different industries, representing nine different companies in South Africa. The study was conducted in one city (Durban), with middle managers who had been through a change initiative in the past three years.
The findings identified four broad factors (categories) which enable or inhibit middle managers in their role as change agents, namely personal factors, social factors, organisational factors and change-specific factors. For each of these factors multiple contributing factors were identified. The underlying factor that enables middle managers to commit to change is good leadership that engages employees, i.e. leaders must provide consultation, communication, and support.
There is ample literature on the roles of middle managers in implementing change initiatives, but there is a lack of research on the factors that influence them to enable or inhibit change initiatives. Two models of enabling and inhibiting factors were thus developed to illustrate the myriad of factors contributing to middle managers acting as change agents. This will assist senior managers to prepare for successful change initiatives.Mini Dissertation (MBA)--University of Pretoria, 2017.
km2018
Gordon Institute of Business Science (GIBS)
MBA
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Gray, H. Joey. "Factors influencing responses on student evaluations of teachers in recreation curriculum." [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3219896.
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Thesis (Ph.D.)--Indiana University, Dept. of Recreation and Park Administration, 2006.Source: Dissertation Abstracts International, Volume: 67-06, Section: A, page: 1995. Adviser: Sarah J. Young. "Title from dissertation home page (viewed June 21, 2007)."
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Thomas, Christie Jane. "Forces influencing home economics curriculum change in British Columbia secondary schools 1912-1985." Thesis, University of British Columbia, 1986. http://hdl.handle.net/2429/26615.
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The purposes of this study were to describe the changes that have occurred in home economics curricula in the province of British Columbia during the period 1912 - 1985, to identify the forces that have influenced these changes and to determine the role of home economics professionals in this process of curriculum change. Documents concerning the six major home economics curriculum revisions were analyzed using Cuban's (1979) four curricular determinants: social, political and economic movements; political-legal decisions; influential groups; and influential individuals.
Four major changes in the home economics curriculum were noted. These included an expansion of the central focus on concerns of the home and family to include vocationalism in the workplace and community interaction; expansion and contraction in the educational relevance and status of home economics education; the evolution of home economics as a course of study for females to one which is coeducational; and changes in the format of the curriculum documents.
The major determinants found to influence these changes were broad social, political and economic movements, especially trends in educational philosophy. There were other movements, such as social movements and changes in economic conditions, which also had an impact. The major secondary force influencing curriculum change was political-legal decisions. These decisions defined the nature of education and of intended curriculum change and determined the process of curriculum change. While both groups and individuals have had an influence on the home economics curriculum through advocacy and/or implementation of educational policies, these efforts have been subject to potential veto by the Department (Ministry) of Education. As bureaucratization in education in B.C. has increased, there was an apparent decline in the influence of individuals.
In this study, B.C. home economics professionals assumed a role in the process of home economics curriculum change through making recommendations, implementing educational policy and in some cases, mediating educational policy. The influence of home economics professionals has been as individuals or as members of groups rather than as policy-makers.
Some suggestions for further study have been made.Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
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Chipunza, Crispen. "Factors influencing survivor qualities after downsizing." Thesis, Nelson Mandela Metropolitan University, 2009. http://hdl.handle.net/10948/1219.
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Today organisations all over the world have to cope with the ever-increasing rate of local and global change. Those in developing countries have to cope with the inefficiencies engendered by state-led economic, developmental and political strategies, such as new government regulations. These have had an impact on the management of human resources and are exemplified by an increasing adoption of strategies meant to reduce pressure on costs and margins. An increasing popular management response to these challenges has been to engage in some form of organisational restructuring such as downsizing. Often employees who remain (survivors) after downsizing are not given much attention, yet the achievement of new strategic goals depends on the survivors having positive attitudes, relentless commitment and high motivation. Research indicates that employees who are motivated and committed contribute vastly to the financial-bottom-line of the organisation. Therefore, downsizing organisations should continuously search for ways to increase such qualities among their survivors. The objective of this study was to identify the factors that influence the attitudes, commitment and motivation of survivors in a developing economy with a volatile environment. To achieve this objective, a theoretical survivor quality model was presented. In order to present the model, firstly, a literature survey on the importance of survivor quality in terms of attitudes, commitment, and motivation among survivors was conducted. Secondly, literature survey pertaining to the drivers of survivor quality was done, and thirdly, literature dealing with strategies to deal with survivor quality was surveyed. The theoretical survivor quality model was used to compile the research instrument that determined the attitudinal, commitment and motivational levels of survivors, how the three constructs are related after downsizing, as well as the factors influencing the observed levels. The questionnaire was randomly distributed among survivors in the selected manufacturing organisations in Zimbabwe. The empirical results obtained from the study showed that survivors in a developing economy with a volatile environment had moderate levels of attitudes, commitment ad motivation. Two categories of factors were identified as important in influencing these levels. They were downsizing strategy and demographic factors. The downsizing strategy factors were communication and victim support, while education, age, and number of years employed emerged as the demographic factors. The study further highlighted that older survivors with less education contributed more to the moderate levels of attitude, commitment and motivation observed. The study highlights that these variables must be taken into consideration when implementing downsizing in an economically volatile environment in order to manage survivor quality. A further point emanating from the study is that prior to downsizing, organisations should adopt effective communication strategies throughout the process. The key factors identified as influencing survivor quality in this study were integrated into the survivor quality model which can be used by other organisations in a similar context to manage survivor quality in order to increase their efficiency, effectiveness, iv and competitive advantage after downsizing.
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Packery, Ronalda. "Change management and communication: factors influencing the successful communication of change at a workplace." Thesis, Cape Peninsula University of Technology, 2015. http://hdl.handle.net/20.500.11838/1009.
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Thesis submitted in fulfilment of the requirements for the degree Master of Technology: Business Administration in the Faculty of Business and Management Sciences at the Cape Peninsula University of TechnologyChange management and communication have been studied by researchers in the past. In this case the researcher identified the need to investigate specific factors influencing the successful communication of change at a workplace. The organisation used in this study recently experienced a range of changes and was the perfect case for the study. The paper deals with the communication of change to employees of different (1) age groups, (2) levels of education, and (3) positions in the organisation. The planning for this study was presented in a research proposal to the higher degrees committee (HDC) of Cape Peninsula University of Technology (CPUT). The researcher reviewed literature from previous studies and defined key concepts to be used in this study. The revised literature of previous studies, applicable to this study, can be found in Chapter 3 of this thesis. The researcher used the mixed method research design for the study. Data was collected through qualitative and quantitative research methods, using a questionnaire and interviews as data collection tools. The data collected with the questionnaire was analysed by use of the statistical package for social science (SPSS) to generate descriptive results. The data collected during the interviews was analysed qualitatively. The research findings indicate that the organisational change communication strategy does not provide for differentiation between age groups, varying education levels or positions in the organisation. The division, in which the research was performed, has its own internal ways of dealing with the differences in education levels and positions. Recommendations and suggestions are presented in Chapter 7. It is intended that this research will contribute to academic knowledge in the fields of change management and change communication fields. Further studies on this phenomenon will be required as the organisational environments are ever-changing.
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Sumner, Lesley. "Life cycle development and career change : an exploration of factors influencing career change decisions." Thesis, Cranfield University, 1993. http://dspace.lib.cranfield.ac.uk/handle/1826/3563.
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The purpose of this research was to identify factors which influence decisions concerning significant career moves among older workers and women returners. A questionnaire survey of older workers was conducted in order to elicit the salient attitudes to, experience of, and satisfaction with work of job changers and non-changers aged 50 years and over, employed within a nationwide retail organisation. Results were based on 228 questionnaires. Respondents ranged in age from 50 to 73 years, 54% were female, 46% male. Respondents demonstrated a significant increase in self-perception the perceived benefits of working far outweighed perceived difficulties. There were differences between men and women in the prompts to change employment and in salient attitudes to work. A questionnaire survey of women returners was conducted to explore items women considered when embarking on college courses, their experience of these same items while at college, and the relationship between the decision considerations and subjective well-being. The results of 336 questionnaires were analysed. Respondents ranged in age from 16 to 62 years. The expected benefits of attending college were given greater consideration than expected risks, confirming work by Janis and Mann (1977). Actual benefits and actual problems were overall the most useful predictors of college related well-being. There were differences between young and mature students, women with and without partners, and those with and without dependents in terms of items on the motivator for college attendance, expected benefit and risk and actual benefit and problem scales. The Warr Subjective Well Being (SWB) scale was shown to be a reliable measure of college related well-being. The wide age range and life experience of respondents in both studies confirms the utility of life event models of development and the desirability of developing a flexible person-centred counselling model for decision making.
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Pretorius, Werner. "Organizational factors influencing the transformational process of a financial institution." Thesis, Pretoria : [s.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-03162004-131828.
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Brand, Catharina Gertruida Maria. "Factors influencing change management in a selected hospital in Saudi Arabia." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/80141.
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Thesis (MCurr)--Stellenbosch University, 2013.ENGLISH ABSTRACT: Saudi Arabia has experienced a number of changes due to revolutionary new findings and technologies, discoveries and new research in the health care arena, which has proven and contradicted a new approach to health care delivery. Demands by patients who have become more educated, the emergence of new or modern disease profiles which demand a new way of approach and a quickening in the pace of change, hurled unfamiliar and often demanding and challenging conditions at management One such change, as addressed in this study, is the change from a paper-based patient record system to a computer based patient information system to which all healthcare professionals in the multidisciplinary team had access to. However, not all change is welcomed, accepted or viewed as necessary by those who have to carry out or use new technologies. Change is harsh, and part of the problem is identifying factors that influence change initiatives. This study addresses the perceptions of nursing personnel of the process of change from a paper-based to a computer based (Quadramed) patient record system. The study design used a quantitative and descriptive approach in which a structured, self-designed questionnaire was used to obtain data from 117 professional nurses at a selected healthcare facility in the Eastern province of the Kingdom of Saudi Arabia. The theoretical framework used for this study was the Model for Change Management as designed by the Prosci Institute for Research, also referred to as the ADKAR Model of Change Management (Awareness, Desire, Knowledge, Ability and Reinforcement). The major findings of this study revealed that 97.44% of the respondents were non-Saudi individuals, and were mainly from the Philippines (69.24%), with (95.65% being female with an average age of 37-42 years. Most (47%) were in possession of specialty qualifications in medical, surgical nursing and experience between 8-10 years, of which 2-3 years had been in Saudi Arabia. In regard to 61.3% of the respondents it was found that they had no prior knowledge of computerised patient records. The nurse managers played a vital role in providing the most information and support to adjust to the system. With reference to the aspect of patient safety, positive feedback about the QCPR was provided by the majority of respondents. Most of the respondents experienced change positively, and 70% indicated that being involved played a major role in their positive attitude. Recommendations include that reasons for change should be more clearly communicated, suggestions for change should be valued more by managers and rumours and uncertainties about change should be addressed as and when appropriate.
AFRIKAANSE OPSOMMING: Saoedi-Arabië het 'n aantal veranderinge ondervind as gevolg van revolusionêre nuwe bevindings en tegnologie, ontdekkings en nuwe navorsing in die gesondheidsorg arena, wat 'n nuwe benadering tot die lewering van gesondheidsorg bewys en weerspreek. Eise deur pasiënte wat meer geletterd is, en nuwe en moderne siekte profiele eis 'n nuwe benadering tot verandering. Die versnelling in die tempo van verandering is dikwels onbekend, veeleisend en uitdagende vir die bestuur van gesondheidsinstellings. Een so 'n verandering, soos dit in hierdie studie aangespreek word, is die verandering van 'n papier-gebaseerde na 'n rekenaar-gebaseerde pasiënt inligting stelsel wat aan alle lede van die multidissiplinêre gesondheidsorg span toegang verleen. Nogtans word nie alle verandering verwelkom, aanvaar of as nodig beskou deur diegene wat die dienste uitvoer of die nuwe tegnologie moet gebruik nie. Verandering is gekompliseerde proses, en deel van die probleem is die identifisering van faktore wat 'n invloed op die veranderings inisiatiewe het. Hierdie studie fokus op die persepsies van die verpleegpersoneel tydens die proses van verandering van 'n papier-gebaseerde tot 'n rekenaar gebaseerde (Quadramed) pasiënt rekord stelsel. Die studie-ontwerp gebruik 'n kwantitatiewe, beskrywende benadering wat 'n gestruktureerde, self-ontwerpte vraelys gebruik om data te verkry van 117 professionele verpleegsters by 'n geselekteerde gesondheidsorg fasiliteit in die Oostelike Provinsie van die Koninkryk van Saoedi-Arabië. Die teoretiese raamwerk wat gebruik word vir hierdie studie was die model vir veranderingsbestuur soos ontwerp deur die Prosci Instituut vir Navorsing, waarna ook verwys word as die “ADKAR Model of Change Management” (Awareness, Desire, Knowledge, Ability and Reinforcement). Die belangrikste bevindings van hierdie studie het aan die lig gebring dat 97,44% van die respondente was nie-Saoedi-individue nie, en was hoofsaaklik van die Filippyne (69,24%), met (95,65%) vroue met 'n gemiddelde ouderdom van 37-42 jaar. Die meeste (47%) was in besit van gespesialiseerde kwalifikasies in mediese, chirurgiese verpleeging. Die meeste van die respondente het tussen 8-10 jaar ervaring in verpleegkunde gehad, waarvan 2-3 jaar in Saoedi-Arabië was. Met betrekking tot 61,3% van die respondente dit is gevind dat hulle geen vorige kennis van die gerekenariseerde pasiënt rekords gehad het nie. Die saal bestuurder het 'n belangrike rol gespeel in die verskaffing van die meeste inligting en ondersteuning om aan te pas tot die nuwe stelsel. Met verwysing na die aspek van die veiligheid van pasiënte, is positiewe terugvoer oor die QCPR voorsien deur die meerderheid van die respondente. Die meeste van die respondente het ook die verandering positief ervaar, en 70% het aangedui dat hul betrokkenheid 'n belangrike rol gespeel het in hul positiewe gesindheid. Aanbevelings sluit in dat die redes vir verandering duidelik gekommunikeer behoort te word, voorstelle vir verandering moet erkenning kry deur bestuurders en gerugte en onsekerhede oor verandering moet aangespreek word soos en wanneer toepaslik.
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Shifflette, Linda Madsen. "Factors influencing positive change in the second[ary] teacher's classroom skills." Diss., This resource online, 1993. http://scholar.lib.vt.edu/theses/available/etd-07132007-143151/.
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Merrill, Adeline Burroughs. "Organizational and environmental factors that influence curriculum reform : a case study in school district improvement /." Access Digital Full Text version, 1988. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10809454.
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Jebe, Nomakhaya. "A study of factors influencing curriculum management in Bizana schools in the Eastern Cape Privince." Thesis, Walter Sisulu University, 2012. http://hdl.handle.net/11260/d1007295.
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The study sought to investigate factors influencing curriculum management in Bizana schools. A survey design which used mainly qualitative aspects of research was used in the study. Questionnaires and interview schedules were used to collect data. Participants (N=60) were made up of 10 learners,10 teachers, 10 School Management Team members ( SMTs), 10 parents and 20 district officials. The teachers, learners, parents and SMTs including principals were selected from 3 schools being a Primary School, a Junior Secondary School and a Senior Secondary School. Frequency tables were used to present quantitative data while verbal quotes were presented in support of themes that emerged from the qualitative data. The findings of the study revealed that the following factors were regarded as the causes of poor curriculum management; lack of training and skills on the part of curriculum managers, un-availability of resources in schools, the level of parental involvement in curriculum and regular systemic changes. It was recommended that the Department of Education should ensure that all curriculum managers are being trained to provide them with enough skills. The Department of Education should also supply schools with adequate resources. Parents should also be trained on curriculum issues. Too many changes in the system within a short space of time should be avoided.
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Pascoe, Sari M. "Factors influencing attendance for a leadership team in a school district." [Bloomington, Ind.] : Indiana University, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3307566.
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Thesis (Ph.D.)--Indiana University, Dept. of Instructional Systems Technology, 2008.Title from PDF t.p. (viewed Dec. 9, 2008). Source: Dissertation Abstracts International, Volume: 69-05, Section: A, page: 1623. Adviser: Charles M. Reigeluth.
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Matsumura, Yuko. "FACTORS INFLUENCING THE LEXICAL INFERENCING OF JAPANESE EFL LEARNERS." Diss., Temple University Libraries, 2010. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/99794.
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CITE/Language ArtsEd.D.
Although studies of lexical inferencing indicate that second language learners frequently encounter difficulties inferring lexical meaning from context, lexical inferencing, or deriving lexical meaning from contextual analysis, constitutes an essential part of reading comprehension. Two main purposes motivated the current study. The first purpose was to investigate how 139 Japanese EFL learners performed in lexical inferencing tasks and the second purpose concerned to what degree their linguistic and extralinguistic knowledge sources were related to lexical inferencing and which knowledge sources contributed to successful lexical inferencing. Linguistic knowledge sources were categorized into lexical knowledge (recognition vocabulary and collocation), syntactic knowledge (syntactic property of words and sentence-level grammar), and discourse knowledge of cohesion and coherence (conjunction, pronoun reference, and discourse prediction). Extralinguistic knowledge sources concern background knowledge related to the topic of texts. The participants were relatively successful at the lexical inferencing tasks for two reasons. First, the lexical density of the texts was controlled so that almost all of the non-target words were at the 2,000 word frequency level, a comprehensible level for the participants in this study. Second, the data were analyzed in a way that gave the participants credit for acquiring partial knowledge of the semantic features of the target words. All the knowledge sources were significantly correlated with lexical inferencing, and a hierarchical multiple regression identified the three best predictors of lexical inferencing. Discourse prediction was the best predictor of lexical inferencing due to the similarities of the cognitive processes of bridging information gaps through scrutinizing textbase input. The second best predictor was written receptive vocabulary size, the most fundamental component of deriving meaning in a text. It was followed by text-related background knowledge. Other significant, but minor predictors were knowledge of the part-of-speech of words and syntax, both of which are constituents of sentence-level processing. Collocational knowledge and knowledge associated with discourse-processing constituents were not significant predictors of lexical inferencing. To summarize, three semantically oriented knowledge sources, i.e., discourse prediction, recognition vocabulary, background knowledge, were more important predictors of lexical inferencing than structurally oriented knowledge sources such as part-of-speech and syntax.
Temple University--Theses
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Haghparast, Hassas Ali. "Factors influencing student motivation in a Swedish dental programme with a Problem-based curriculum." Thesis, Malmö högskola, Odontologiska fakulteten (OD), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-19612.
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Hur framgångsrikt en student utför en uppgift är starkt korrelaterat till studentens motivation inför uppgiften. I akademiska sammanhang har studenter med hög motivationsgrad visats vara mer troliga att utvecklas och vara framgångsrika än de med låg eller ingen motivationsgrad, som i sin tur uppvisat begränsad akademisk utveckling. Detta koncept om motivation används inom Problem-baserat lärande (PBL) där syftet är att öka studenternas interna motivation och därmed intressera dem för det aktuella ämnet. Syftet med denna studie var att identifiera faktorer av betydelse för motivationsförändringar hos tandläkarstudenter med ett problem-baserat curriculum. Datainsamling skedde kvalitativt genom fokusgruppdiskussioner. Fyra fokusgrupper intervjuades: tandläkarstudenter från år 1, tandläkarstudenter från år 3, och tandläkarstudenter från år 5. Den fjärde fokusgruppen bestod av fakultetsmedlemmar (lärare) för att kunna jämföra med studenternas uppfattningar. Resultaten visade att studentmotivation var ett väldigt komplext och multifaktoriellt fenomen. Återkoppling, vägledning, konstruktiv feedback samt känslomässig support visades vara faktorer av betydelse. Många av de identifierade faktorerna kunde relateras till en känsla av kompetens, säkerhet, eller det meningsfulla i att studera ett ämne, bland studenterna. För att maximera motivation bland studenter krävs adekvat kunskap om PBL av all personal. Alltså har, utöver tutorer och föreläsare, även kliniska handledare en central roll för att motivera studenter i deras lärande.A student’s level of motivation for a task is highly related to how likely that student is to perform the task successfully. In academic contexts, students with higher levels of motivation have been found to be more likely to be successful and develop more skill and knowledge compared to students with no or limited levels of motivation who, instead, exhibit restricted growth in academic achievement. This concept of motivation is used in problem-based learning (PBL), where the aim is to increase student’s intrinsic motivation, thus making them more engaged in the subject matter. The aim of this study was to identify factors of significance for changes in student motivation among dental students within a PBL-curriculum. Data was qualitatively collected through focus group interviews. Four focus groups were interviewed: dental students from year 1, dental students from year 3, and dental students from year 5. The forth focus group consisted of faculty members (teachers) so as to compare the perceptions of the students and the faculty teachers. The results demonstrated student motivation to be a complex and multifactorial matter. Many factors were related to feelings of competence, safety, or meaningfulness of the study of a subject matter, among the students. Factors of significance included relatedness, guidance, constructive feedback, and emotional support from clinical supervisors. In conclusion, proper knowledge of PBL by all personnel is necessary in order to maximize motivation among students. Thus, besides tutors (facilitators) and lecturers, clinical supervisors also have a central role in motivating students towards learning.
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Swartz, Alberto Asiscio. "Factors influencing a culture of continuous improvement in the pharmaceutical environment." Thesis, Nelson Mandela University, 2018. http://hdl.handle.net/10948/23448.
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Organisational change has proven to be a major challenge for many businesses worldwide with the pharmaceutical environment being no exception. The pharmaceutical industry is increasingly pressurised by stakeholders who seek reduced cost, higher value and quality. This has resulted in many pharmaceutical businesses attempting to launch various continuous improvement methodologies, which ultimately fail. Whereas failure of continuous improvement undertakings within the pharmaceutical environment is well documented, this study aimed to understand the factors that influence the successful sustainability of such endeavours. The purpose of this study was therefore to identify and create an understanding of the factors that influence a culture of continuous improvement within the pharmaceutical environment. The literature review revealed that factors such as leadership, teamwork, communication, continuous improvement capability and a continuous improvement mind-set contributed to the successful implementation of a culture that embraces continuous improvement. It was recognised that building a culture of continuous improvement is not instantaneous and that it requires all stakeholders to be committed and to acknowledge that changing culture requires time. An empirical study with a questionnaire as data collecting instrument was conducted to assess respondents’ perceptions of the levels of continuous improvement, leadership, teamwork, communication, continuous improvement capability and a continuous improvement mind-set within a selected pharmaceutical manufacturing business. The study revealed that all these factors were related and influenced a culture of continuous improvement. Furthermore, leadership and a continuous improvement mind-set proved to have the most significant relationship with a culture of continuous improvement. Recommendations were provided for the creation of a culture of continuous improvement in pharmaceutical businesses.
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Van, Zyl Marinda. "Factors influencing the implementation of mathematical word problems in foundation phase classrooms: theory and practice." Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1015954.
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This treatise investigated mathematical word problems (MWPs) and their implementation in Foundation Phase classrooms. Factors influencing the implementation of MWPs, with specific reference to the teachers and learners involved, emerged. Direct and indirect factors influencing the implementation of MWPs were acknowledged. Student teachers‟ reflections on classroom practices experienced during their teaching practice training period for their initial teaching qualification inspired me as lecturer to embark on my own journey of inquiry and study the phenomenon above. As this study was undertaken in South Africa, the need arose to take into consideration the changes that have occurred since 1994. Observations of how democratic values and desires feature, or do not feature, when engaging with the phenomenon had to be considered. This study also aimed to emphasise inequalities in everyday practice. The discovery of “good practice” (Cooper 2010:170) contributed towards addressing the factors that emerged as influencing the implementation of MWPs. Jansens (2009:170) book Knowledge in the blood presents compelling reasons for disclosing the state of current practice and seeks alternatives to promote the required change in mathematics teaching, with one of the perspectives on mathematics education being the emphasis on implementing MWPs in the Foundation Phase. Teachers often extend their own preferences into practice and emphasise their “knowledge in the blood” as their view of good practice. Learners‟ needs and learner diversity are often overlooked. Learners‟ assessment scores, both nationally and internationally, have revealed more negative facts. These low scores have often been, and often still are, news flashes, contributing to a negative view of teachers and education. In order to address the widespread sentiment that there is “no hope for teachers” (Jansen 2011:19), and to avoid a recycling of negativity, “good practice” (Cooper 2010:170) is key to success. This study aimed to discover hope for teachers and learners.
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Lauritsen, Ryan Gerald. "Environmental Factors Influencing 20th Century Diurnal Temperature Range Variations." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1300723909.
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Tawfik, Victor, and Fredrik Marstorp. "Investigating underlying factors influencing transfer of training and behavioral change in organizational settings." Thesis, KTH, Skolan för industriell teknik och management (ITM), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-235921.
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The aim of the master thesis was to investigate the factors influencing transfer of training and behavioral change in organizational settings. Two research questions were formulated for this master thesis. Two models are presented and tested both qualitatively and quantitatively through literature research, interviews, and surveys. One is a conceptualized model based on existing literature that displays the factors influencing transfer of training. The other is a framework called the Reasoned Action Approach that explains the factors influencing behavioral change. Three firms that underwent training and development workshops participated in the study. Based on the results, it can be concluded that transfer of training was found to be predicted by motivation to transfer, which, in turn was predicted by job congruence and supervisor support. Learning, which was hypothesized to predict transfer of training, was found to be a factor parallel to transfer of training, it was found to be predicted by training motivation, which, in turn was found to be predicted by reaction to training and organizational commitment. It is concluded that these factors need to be taken into consideration when designing training and development programs for organizations. The Reasoned Action Approach have been proven to be a model fit for training and development programs to understand the underlying factors affecting behavioral change in an organizational context. The model aims to understand which of the three factors attitude, perceived norm, and perceived behavioral control are the strongest predictor of the intention to perform abehavior. Targeting these predictors in a training and development program, and measuring the result allows for determining if the intended changes have been made.Syftet med detta masterexamensarbete var att undersöka faktorerna som påverkar tillämpningav lärande och beteendeförändring i organisatoriska sammanhang; för detta arbete formulerades två forskningsfrågor. Två modeller har presenteras och testats både kvalitativt och kvantitativt genom befintlig forskning på ämnet, intervjuer, och enkäter. Den ena modellen är en konceptmodell baserat på befintlig forskning som kartlägger faktorerna som påverkar tillämpning av lärande. Den andra modellen är ett ramverk, ”The Reasoned Action Approach” som förklarar faktorerna som påverkar beteendeförändring. Tre företag som undergick utvecklingsworkshops deltog i studien. Resultatet visade att tillämpning av lärande föregås av motivation till att tillämpa lärande, som i sin tur föregås av jobbkongruens och support från chef. Lärande som hypotiserades att förutspå tillämpning av lärande upptäcktes istället vara en faktor som är parallell till tillämpande av lärande. Resultatet visade att lärande föregås av motivation till att lära sig, som i sin tur föregås av reaktion till träning och engagemang för organisationen. Slutsatsen som därmed dras är att dessa faktorer bör tas hänsyn till när utvecklingsprogram tas fram för organisationer. The Reasoned Action Approach har visat sig vara en modell som passar utvecklingsprogram för att förstå vilka faktorer som påverkar beteendeförändring i organisatoriska sammanhang. Modellens syfte är att förstå vilka av de tre faktorerna attityd, uppfattad norm, och uppfattad kontroll som starkast kan förutspå intentionen av att utföra ett beteende. Fokusering på dessa antecedenter och mätning efter workshop kan visa om önskade förändringar har skett.
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Stoll, Manuela. "Success in changing environments : strategies and key influencing factors /." Wiesbaden : Dt. Univ.-Verl, 2007. http://www.gbv.de/dms/zbw/520338650.pdf.
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Tanner, Brandi L. "Factors influencing special educators' perceptives regarding the reintegration of special education students." [Tampa, Fla] : University of South Florida, 2006. http://purl.fcla.edu/usf/dc/et/SFE0001926.
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Thieman, Gayle Yvonne. "Factors Influencing Middle School Teachers to Change Classroom Practice in Response to Standards-Based Reform." PDXScholar, 2000. https://pdxscholar.library.pdx.edu/open_access_etds/1461.
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In an environment of systemic educational reform, which emphasizes the alignment of curriculum standards, instructional practices, and assessments, an important question arises: What are the factors which influence teachers to change their classroom practice in response to standards-based reforms ? My study examined the initial legislative model, Washington Education Reform Act HB1209 (1993), and tested other factors that led to changes in classroom practice in three middle schools which are currently implementing HB1209.
The case studies included multiple sources of evidence (administrator and teacher interviews, surveys, classroom observations, focus groups, and documents). The data were analyzed for each school individually and across all three schools to clarify the connection between standards-based reform policy, teachers' learning, and changes in classroom practice.
The study examined the influence of six teacher factors and four school level factors on familiarity with the reform policy, involvement in educational reform, and changes in classroom. Teacher factors were: (a) present teaching experience; (b) previous teaching experience; (c) pedagogical knowledge needed to implement the reform; (d) involvement in educational reform; (e) sense of empowerment; and (f) self-efficacy. School level factors were: (a) previous educational policies; (b) participation in a collaborative learning group; (c) building level and district administrative expectations and support; and (d) organizational features that enhance time for teachers to learn and collaborate.
Both teacher and school level factors were related to familiarity with the policy, involvement in reform, and changes in classroom practice. Teacher factors (involvement in reform, empowerment) predicted more of the variance in familiarity with HB1209 than did school level factors (collegial teams, school reform plan). Contrary to my original hypothesis, knowledge of the reform policy itself was the largest single predictor of involvement in educational reform and of changes in classroom practice. However, while knowledge of the policy was necessary, it was not a sufficient predictor. Teacher factors (staff empowerment, pedagogical knowledge) predicted more of the involvement in reform than did school level factors (time for planning and curriculum development, school reform plan). Teacher factors (involvement in reform) and school level factors (workshops, conversations about practice) were equally predictive of changes in classroom practice.
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Mgquba, Nolukhanyo. "Factors influencing effectiveness of change management interventions in a selected petrochemical company in the Western Cape, South Africa." Thesis, Cape Peninsula University of Technology, 2017. http://hdl.handle.net/20.500.11838/2663.
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Thesis (MTech (Business Administration))--Cape Peninsula University of Technology, 2017.Change in today‟s business situation may be seen as unavoidable; however, the absence of standard change interventions within an organisation can cause an impact on the functioning of the business and its survival in the long run. Thus, it is ideal for the South African petrochemical industry to find a suitable intervention for change models that will assist them in navigating its effectiveness. This study has used an investigative approach to understand the effectiveness of interventions of change management in petrochemical organisations in the Western Cape, South Africa. A qualitative case study was used in this research, as data was collected directly from interviews by fieldworkers, while written documents were also consulted. It was found that a number of factors influence effective change management in the SA petrochemical industry. Some of the factors that were elicited for this study include: organisational structure and size and administrative methods; the introduction of new technology; processing and communication; changes in employee demographics; government regulations; and economic competition. Furthermore, the study also provides a framework that can be used to guide and assess effective changes within the SA petrochemical industry.
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Bakuwa, Japhet. "Public understanding of global climate change in Malawi : an investigation of factors influencing perceptions, attitudes and beliefs about global climate change." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/96930.
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Thesis (DPhil)--Stellenbosch University, 2015.ENGLISH ABSTRACT: This study is informed by both the deficit/positivist and contextual/critical models for doing public understanding of science (PUS) research and seeks to investigate factors that influence the perceptions, beliefs and attitudes towards climate change in Malawi. Previous research on the public understanding of climate change conducted in the United States of America (USA) and Europe suggest that people‘s beliefs, perceptions and attitudes do influence support for both voluntary and policy initiatives to address climate change and adaption to it. However, it is equally important to understand the factors that influence public perceptions, beliefs and attitudes towards climate change. An investigation into these factors provides an understanding and appreciation of the contextual issues related to the public assimilation and renegotiation of climate change information, as well as the support or rejection of initiatives aimed at addressing climate change. Sub-Saharan African countries are most vulnerable to the effects of climate change because their national economies and populations depend on rain-fed agriculture. Malawi is no exception. The majority of the Malawian population (at least 85%) live in rural areas and depend on subsistence, rain-fed agriculture for their livelihood, and are therefore more vulnerable to climate change. Furthermore, Malawi‘s economy is agro-based (agriculture comprises about 36% of the Gross Domestic Product (GDP), 85% of exports earnings and 84% of total employment). On the basis of these facts, I hypothesised that the perceptions, beliefs and attitudes of Malawians towards climate change are influenced by a wide range of factors, including the impact of climate change on livelihoods. More specifically, I proposed that more rural inhabitants than urban residents were likely to agree that their livelihood has been negatively affected by climate change, and would also be more willing to take voluntary action to address climate change. Upon performing chi-square analyses of the responses, the results indicate that: (i) significantly more rural (91%) than urban inhabitants (51%) agree that their livelihood has been negatively affected by climate change, and (ii) significant higher proportions of the rural population have at some point taken voluntary action to address climate change Multinomial logistic regression models predicted the perceptions, beliefs and attitudes of Malawians towards climate change. The results show that location is the only predictor of whether an individual would agree that his/her livelihood has been negatively affected by climate change or not. Rural inhabitants are 6.5 times more likely than urban residents to agree that their livelihood has been negatively affected by climate change. Location is also a predictor of the belief that climate change and its impact is the will of God; the belief that the solution to climate change rests with God; and how certain or uncertain a person is regarding the effects of climate change. Binary logistic regression results show that location is also the strongest predictor of whether an individual would take a voluntary action to address climate change or not. Rural inhabitants are 2.3 times more likely than urban residents to take voluntary action to address climate change. Besides place of residence, other predictors of perceptions, beliefs and attitudes towards climate change are: level of education (predictor of three outcome variables, namely: how certain or uncertain a person is about the causes of climate change; whether an individual believes that climate change and its impact is the will of God or not; and whether an individual believes that the solution to the problem of climate change rests with God or not); environmental groups and institutions of learning as sources of information about climate change (predictors of how certain or uncertain a person is about the causes of climate change, and whether a person believes that climate change and its impact is the will of God or not, respectively); and the trustworthiness of village headmen as a source of information about climate change (predictor of whether an individual will believe that climate change and its impact is the will of God or not; and whether an individual will take personal initiative to address climate change). These findings affirm the hypothesis that the impact of climate change on livelihoods of Malawians living in rural locations influences their perceptions, beliefs and attitudes towards climate change. Additionally, the findings suggest that public education about climate change remains key to promoting understanding of climate change. The Government of Malawi and non-governmental organisations have to take up this challenge of educating the Malawian public about climate change, particularly those living in rural locations. However, public education of climate change in Malawi demands that we also take into account the contextual factors that influence Malawians‘ perceptions, beliefs and attitudes towards climate change. For future research, the study suggests that more research in Sub-Saharan Africa is warranted to unearth the contextual factors that influence the public understanding of climate change.
AFRIKAANSE OPSOMMING: Hierdie studie inkorporeer insigte uit onderskeidelik die tekortskietende/positiwistiese en kontekstuele/kritiese modelle rakende die openbare verstaan van wetenskapsnavorsing, in ‘n poging om die faktore wat die persepsies, oortuigings en houdings teenoor klimaatsverandering in Malawi beïnvloed te ondersoek. Vorige navorsing oor die openbare begrip van klimaatsverandering – wat in die Verenigde State van Amerika (VSA) en Europa uitgevoer is – dui daarop dat individuele persepsies, oortuigings en houdings ‘n invloed uitoefen op die ondersteuning vir beide vrywillige sowel as beleidsinisiatiewe in klimaatsverandering. Dit is egter van groot belang om die faktore wat openbare persepsies, oortuigings en houdings teenoor klimaatsverandering beïnvloed te verstaan. ʼn Ondersoek na hierdie faktore verskaf begrip sowel as waardering vir die kontekstuele kwessies wat verband hou met die openbare assimilasie en ―heronderhandeling‖ van inligting oor klimaatsverandering. So ‘n ondersoek dra ook by tot ‘n verduideliking waarom voorgestelde klimaatsveranderingsinisiatiewe òf verwerp òf ondersteun word. Lande in sub-Sahara Afrika, waaronder Malawi, is baie kwesbaar vir die gevolge van klimaatsverandering as gevolg van die aard van hul ekonomieë en die samelewing se afhanklikheid van nie-besproeiingslandbou. Die Malawiese bevolking is grotendeels landelik (ten minste 85%) en maak staat op nie-besproeiingsbestaansboerdery, wat hulle dus meer kwesbaar maak vir die gevolge van klimaatsverandering. Malawi se ekonomie is boonop landbou-gedrewe: landbou dra by tot ongeveer 36% van die BBP, tot 85% van inkomste uit uitvoere en tot 84% van totale indiensnemingsgetalle. Gegewe hierdie feite is my hipotese dat die persepsies, oortuigings en houdings van Malawiërs teenoor klimaatsverandering deur talle uiteenlopende faktore beïnvloed word, waaronder die impak van klimaatsverandering op hul daaglikse bestaan. Die hipotese suggereer verder dat meer landelike inwoners, in teenstelling tot stedelike inwoners, geneig sal wees om saam te stem dat hul bestaan negatief deur klimaatsverandering beïnvloed word, en derhalwe ook ‘n groter gewilligheid sal openbaar tot vrywillige optrede wat klimaatsverandering aanspreek. Chi-kwadraat analises wat op die opnameresponse uitgevoer is, dui daarop dat (i) meer landelike (91%) as stedelike (51%) inwoners saamstem dat hul bestaan negatief deur klimaatsverandering beïnvloed word en dat (ii) ʼn beduidende hoër persentasie landelike inwoners op een of ander stadium vrywillig teen klimaatsverandering opgetree het. Multinomiale logistiese-regressiemodelle is gebruik om die persepsies, oortuigings en houdings van Malawiërs teenoor klimaatsverandering te voorspel. Die resultate toon dat ligging die enigste betekenisvolle voorspeller is in die uitkoms of ʼn individu saamstem dat sy/haar bestaan negatief deur klimaatsverandering beïnvloed word of nie – dit is 6.5 keer meer waarskynlik dat landelike as stedelike inwoners sal saamstem dat hul bestaan negatief deur klimaatsverandering beïnvloed word. Ligging dien ook as ʼn betekenisvolle voorspeller in drie verdere uitkomste, naamlik die oortuiging dat klimaatsverandering en die impak daarvan die wil van God is, die oortuiging dat die oplossing vir klimaatsverandering by God berus en hoe seker of onseker ʼn individu van sy/haar oortuiging is met betrekking tot die gevolge van klimaatsverandering. Volgens ‘n binêre logistiese-regressieanalise is ligging ook die sterkste voorspeller of ʼn individu vrywillig sal optree om klimaatsverandering aan te spreek, al dan nie. Dit is 2.3 keer meer waarskynlik dat landelike inwoners, in teenstelling met stedelike inwoners, vrywillig sal optree om klimaatsverandering aan te spreek. Agesien van ligging het die volgende ook na vore getree as bykomende voorspellers van individue se persepsies, oortuigings en houdings teenoor klimaatsverandering: (i) vlak van opvoeding (voorspeller van drie uitkomste-veranderlikes: hoe seker of onseker ʼn persoon is oor die oorsake van klimaatsverandering; of ʼn persoon glo dat klimaatsverandering en die gevolglike impak die wil van God is al dan nie; en of ʼn individu glo dat die oplossing vir klimaatsverandering by God berus al dan nie), (ii) die twee bronne van inligting rondom klimaatsverandering, naamlik omgewingsgroepe en opvoedingsinstellings, wat dien as voorspellers van hoe seker of onseker ʼn individu is oor die oorsake van klimaatsverandering, en of ʼn persoon glo dat klimaatsverandering en die gevolglike impak die wil van God is of nie; en (iii) die geloofwaardigheid van stamhoofde as ʼn bron van inligting oor klimaatsverandering (voorspeller van of ʼn persoon sal glo dat klimaatsverandering en die gevolglike impak die wil van God is of nie en of ʼn individu persoonlike inisiatief aan die dag sal lê om klimaatsverandering aan te spreek). Die bevindinge van die studie bevestig die voorgestelde hipotese dat die impak van klimaatsverandering op die bestaan van Malawiërs wat in landelike gebiede woon, ook hul persepsies, oortuigings en houdings teenoor klimaatsverandering beïnvloed. ʼn Verdere bevinding is dat openbare opvoeding oor klimaatsverandering ʼn sleutelrol in die bevordering van die begrip oor klimaatsverandering speel. Die uitdaging rus op die skouers van die Malawiese regering en nie-regeringsorganisasies om die Malawiese publiek, en veral diegene wat in landelike gebiede woon, oor klimaatsverandering op te voed. Die voorgestelde organisasies sal hulself egter nie van hul taak kan kwyt indien daar nie ʼn begrip is van die faktore wat Malawiërs se persepsies, oortuigings en houdings teenoor klimaatsverandering beïnvloed nie. Die studie beveel aan dat meer navorsing in sub-Sahara Afrika onderneem behoort te word om kontekstuele faktore wat die openbare begrip van klimaatsverandering beïnvloed, te identifiseer.
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Ames, Clarence W. M. "Teacher perceptions of factors influencing technology integration in k-12 schools." Thesis, Utah State University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10246612.
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Advancements in technology often make life easier, make processes easier, and increase efficiency. While this is true as much in the public school system as it is in other aspects of life, technology integration initiatives often struggle in K-12 schools. In its first year of implementation, one statewide technology initiative targeting personalized learning for mathematics resulted in significantly improved proficiency in mathematics for students with high technology usage, but over 90% of students had low usage. This year, which is year two of the initiative, I went into some of the classrooms in the Junior High with the highest technology usage to better understand what facilitates successful technology integration. Data were collected from six teachers and one administrator through interviews and observations. I also looked at factors such as change management, learning environment, and student motivation in order to understand the relationship of these factors to teacher perceptions of factors that influence technology integration. Though many influential factors emerged that all seemed highly interrelated, the most common theme that emerged across all factors was that letting teachers show each other how to use the technology to make life easier and improve learning for students may result in higher levels of technology integration.
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Morrison, Selwyn Hilary. "Factors influencing employee perceptions of a post-merger working environment." Thesis, Nelson Mandela Metropolitan University, 2011. http://hdl.handle.net/10948/1604.
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Higher Education in the late 1990’s experienced significant problems with capacity due to many black students applying to enter previously white institutions (Jansen, 2002:159). The main concern of the new ANC government was the status of historically black institutions. They were unstable due to the migration away from black to white universities and technikons. This reduced their financial status and viability. In addition, the anticipated huge increase in black enrolments in higher education had not materialised (Finweek Survey, February 2009). In order to overcome both of these problems, the then Minister of Education decided to press ahead with a merger programme aimed at reducing the number of higher education institutions from 36 to 21 (Jansen, 2002:6). The primary objective of this research is to investigate the factors that influence employee perceptions of a post-merger Working Environment and Organisational Commitment: a case study of the administration staff in the Finance Department at Walter Sisulu University. There seems to be a lack of efficiently and effectiveness in the he operations of the Finance Department of Walter Sisulu University which this research will investigate through finding solutions to factors of improving the relationship between employee perceptions of their post-merger Working Environment and their Organisational Commitment. This exploratory study collected primary data through the distribution of questionnaires to 59 employees from the Finance Department at the Walter Susulu University, with a 69.12% response rate. The survey included closed questions that were analysed using statistical techniques. The findings revealed overall low scores of 31% for employee perception of their post – merger Working Environment and 50.21% for Organisational Commitment, together with its sub-dimension Affective, Continuance and normative. These scores are disturbing and need to be urgently addressed by the management of the Institution. The implication of the Finance staff’s low perception of their post – merger Working Environment and organisation Commitment is that the institution’s goals will be difficult to be fulfilled due to the low morale of the staff and the non-conducive working conditions. The Institution’s Management should be more transparent, more trustworthy, and more supportive towards staff members and have a good overall communication strategy.
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Mather, Mary K. "The Contextual, Academic, and Socio-Cultural Factors Influencing Kindergarten Students’ Mathematical Literacy Development." University of Toledo / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1102883081.
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Morris, Chad Tyler. "ASSESSING FACTORS INFLUENCING PARTICIPATION AND DISSEMINATION IN COMMUNITY-BASED PUBLIC HEALTH COALITIONS: AN EXPLORATION OF SOCIAL CHANGE." UKnowledge, 2009. http://uknowledge.uky.edu/gradschool_diss/720.
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The community-based public health coalition has proliferated in public health practice since the 1970‘s as a favored means of achieving community participation in public health promotion. There is concern, however, that many contemporary coalitions are not particularly inclusive, and that population health indicators fail to demonstrate significant improvement in health outcomes resultant from coalition practice. This dissertation research was designed to critically examine participation and dissemination of coalition-derived ideas through ethnographic study of five community-based participatory public health coalitions in the United States. The research answers calls from public health scholars to improve upon the coalition theory base and to contribute a useful theory of dissemination of public health interventions. At the same time, the research contributes to anthropological calls for better understanding of mechanisms that discourage the participation of all stakeholders.
The research uses a theoretical model – Habermas‘ Theory of Communicative Action – that sees participation and dissemination as linked phenomena. The research was designed to contribute to an existing theory of coalition function, Butterfoss and Kegler‘s Community Coalition Action Theory. Qualitative evidence of communicative action was gathered through participant observation of coalition meetings and semistructured interviews with a purposive sample of members of each study coalition. Data were compared across coalitions and across respondent categories to determine variation in diversity of coalition participation and forms of coalition-derived communicative action; as well as indicators associated with motivation for coalition participation, barriers to participation, and dissemination of ideas both in coalition meetings and to broader discourse communities outside the coalition.
The results of this applied research include the creation of a typology of diversity of coalition participation, improved understanding of differences in motivation for coalition participation between members in- and outside of the social services sector, the identification of collateral idea exchange as a key coalition outcome, and means of overcoming barriers to participation and dissemination. In addition to representing contributions to theory within anthropology and public health, these results have been shared with leaders of each of the study coalitions.
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Morris, Chad Tyler. "Assessing factors influencing participation and dissemination in community-based public health coalition an exploration of social change /." Lexington, Ky. : [University of Kentucky Libraries], 2009. http://hdl.handle.net/10225/1053.
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Thesis (Ph. D.)--University of Kentucky, 2009.Title from document title page (viewed on September 17, 2009). Document formatted into pages; contains: ix, 224 p. : ill. Includes abstract and vita. Includes bibliographical references (p. 210-222).
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Wilkinson, Warren George. "Investigating systemic factors affecting science learning in Curriculum 2005 : case studies of two schools." Thesis, Rhodes University, 1999. http://hdl.handle.net/10962/d1003470.
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The thesis illustrates the contention that an outcomes-based system with its underlying philosophy of social constructivism cannot operate effectively within a traditional school system. Restructuring of an institution is necessary to accommodate the outcomes-based system. Using the research instruments of interviews, questionnaires, journals, participant observations and collection of physical artefacts, two case studies investigating systemic factors as they influence science learning were conducted in two South African schools. The one school, St Sebastian's College, was an extremely well resourced school while the other, Mtunzini High School was a middle class school in comparatively deprived circumstances. Attempts were made to introduce an outcomes-based education course involving a group of grade 8 learners in the respective schools. Difficulties in implementation were encountered and at best only very limited success was achieved. There were two reasons for this. First, particularly in the case of St Sebastian's College, I designed a course which was over ambitious in that it was not suited to the developmental stage of the learners. Second, traditional schooling systems follow a perspective of education termed 'the structure of the disciplines' which fosters a system of rigid time tabling, compartmentalisation of subjects and emphasis upon summative assessment. In contrast, the curricula I designed involved a 'cognitive' perspective which required flexible time scheduling, integration of subjects and developmental assessment. The conflicts which arose include time constraints and resistant attitudes on the part of learners and teachers. The thesis culminates with some suggested steps to follow should a school community wish to restructure. These include a shared vision, employing organised abandonment, capacity building and commitment to a systemic perspective.
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Rygg, Michelle K. "Context, Content, and Practice: Factors Influencing the Social Literacy of Students in One, All-Female, College-Preparatory Catholic High School." Bowling Green State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1341192937.
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Abdul-Karim, Raied Mehdi. "A study of the factors influencing the success of IT-enabled change investments in the UK health sector." Thesis, Cranfield University, 2010. http://dspace.lib.cranfield.ac.uk/handle/1826/5572.
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The majority of IT projects across various countries and industries fail or do not
realise all their intended benefits. Despite previous research into this area and the
development of various project success models, IT projects continue to fail at an
alarming rate. This research examines the reasons for this phenomenon and extends the
existing knowledge by providing insight and learning into how to successfully manage
IT enabled change projects within the National Health Service (NHS) in the UK.
The research used interpretive, retrospective case studies to examine the outcomes
of four IT enabled change projects in the NHS. Forty-three face-to-face, semistructured
interviews were conducted to collect a rich source of data for the analysis. A
comprehensive body of literature was reviewed and key areas/themes were identified
that could be expected to influence project outcomes. These themes were used to
develop and structure the interview questions and guide the data analysis.
The research was designed to first learn from successful projects and then contrast
the findings with those from less successful projects. In the first empirical study, P1,
two case studies of successful PACS (Picture Archiving and Communication System)
projects in two NHS hospitals were undertaken. The reasons for their success were fully
explored and discussed. The second empirical study, P2, consisted of two case studies
of less successful projects: the implementations of an electronic Theatre System and an
electronic Order Communication System were studied, and the reasons for their lack of
success were explored, studied and contrasted with those in P1.
Analysis of the evidence from the interviews and review of relevant documents,
showed that the main differences between the successful and less successful projects
were in the management of the following areas: development of the business case for
investment, clinical engagement and involvement, stakeholder management (and, in
particular, the clinician/manager relationship), awareness and ownership of benefits,
project leadership and the capabilities of the project manager, and the type of the
deployed technology. Cont/d.
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Heisserer, Barbara. "Management reforms in international organizations a comparative analysis of influencing factors on organizational change of the European Commission /." [S.l. : s.n.], 2008. http://nbn-resolving.de/urn:nbn:de:bsz:352-opus-72524.
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Gobingca, Berington Zanoxolo. "Factors affecting the implementation of the National Curriculum Statement in the Mthatha education district." Thesis, Nelson Mandela Metropolitan University, 2012.
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The current investigation was conducted in the Mthatha Education District. It sought to investigate factors affecting the implementation of the National Curriculum Statement (NCS) in the Mthatha schools of the Eastern Cape Province in South Africa. Literature reviewed showed that teachers, as the key role players to the implementation of the curriculum in schools, are still experiencing difficulties in implementing the NCS. It is thus important to establish and investigate the factors affecting the implementation of the NCS. The research was both exploratory and explanatory in nature and adopted a mixed method approach. Questionnaires were distributed among 210 teachers who were randomly selected from 363 schools in the Mthatha Education District. Out of 210 teachers who were provided with questionnaires to fill out, it was 148 (70.5 percent) of them who completed and returned the questionnaires. Semi-structured interviews were conducted face-to-face with 10 purposefully selected teachers to collect the data from those who participated by filling out the questionnaires. The researcher analysed the data both quantitatively and qualitatively. The data was presented, analysed and discussed according to themes derived from the main research question and sub-questions. The quantitative data (closed-ended statements) was analysed statistically by means of the Statistical Package for Social Sciences (SPSS). In the case of the qualitative data (open-ended statements in questionnaires and interviews), similar responses were analysed in themes as per the research question and sub-questions for easy interpretation. Note-taking and tape-recording were done during the interview sessions. Qualitative data were transcribed, coded and analysed. The findings which emerged from the study indicated that intermediate-phase teachers experienced difficulties in implementing the NCS. These were attributed to, amongst others, a lack of resources such as learning material and infrastructure, redeployment of teachers, a high learner teacher ratio, inadequate in-service training and support from the DoE. These factors need to be addressed to enhance the implementation of the NCS and to avoid the repetition of those shortcomings in any future envisaged changes to the curriculum such as the implementation of CAPS.
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Farmer, Charles E. Saye John W. "An examination of factors affecting the acceptance of innovative social studies curriculum materials." Auburn, Ala, 2008. http://repo.lib.auburn.edu/EtdRoot/2008/SPRING/Curriculum_and_Teaching/Dissertation/Farmer_Charles_38.pdf.
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Winkler, Martin, and Alexandru Armasu. "The need for change : Influencing factors on battery electric vehicles (BEVs) adoption among generation Y within the European market." Thesis, Internationella Handelshögskolan, Jönköping University, IHH, Företagsekonomi, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-48837.
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Background: Climate change has been becoming a major topic of interest, for research as well as for society. Transport caused emissions are constantly growing which forced the European Union to set the goal to decrease transport related emissions by 60% until 2050. A heavily discussed and promising tool seems to be being found in battery electric (BEV) vehicle adoption. However, BEV adoption seems to be underachieved which raises questions about potential influencing factors on BEV adoption. Additionally, latest research elaborated perception to be one of the key topics of interest for consumers adopting fully electric vehicles. Purpose: The purpose of this thesis was to examine influencing factors affecting BEV adoption and the perception of those factors among generation Y consumers. Method: To attain the purpose, a qualitative research was conducted. After collecting secondary data to evaluate existing factors influencing consumer’s willingness to adopt BEVs, 16 participants accountable to generation Y have been interviewed using semi-structured interviews. Using a qualitative research approach valuable data and in-depth insights which are essential for markets such as the automotive industry. Conclusion: The results show that there is a generally positive attitude towards BEV adoption among generation Y. However, there have been five influencing factors affecting consumer’s willingness to adopt BEVs. Analysis of the perception of each factor allowed the research team to get in-depth insights and to elaborate the importance of each factor and how the factors interrelate. Based on the gathered data relationships between influencing factors have been highlighted and based on TAM and TRI models a new model for further research has been developed.
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Gobczyński, Karol, and Maxime Leroux. "Socio-economic factors influencing the electric vehicle buying process in Iceland." Thesis, Högskolan i Halmstad, Sektionen för ekonomi och teknik (SET), 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-15873.
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The aim of this research is the analysis of socio-economic factors that wouldinfluence consumer buying process of electric vehicles in Iceland. The purpose of the researchis to detect the most crucial factors influencing Icelanders decisions for and againstpurchasing an electric vehicle, instead of car with internal combustion engine. This researchverified people‟s opinions and can bring companies closer to real mindsets of Icelandicpotential buyers. Moreover, this paper might give a possibility to eliminate wrong thinkingand barriers by better adjusted marketing. Additionally, analyzed advantages might showwhat the main reason of shifting to this alternative technology is. Moreover, it shows whatmight be the customer acceptance price range.
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Hans, Mariotte M. "Factors influencing the implementation of a grade R school readiness learning support programme in two previously disadvantaged primary schools in the Cape Town metropole." University of the Western Cape, 2019. http://hdl.handle.net/11394/6622.
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Magister Educationis - MEdThis study investigated the factors that impacted positively or militated against the implementation of a learning support programme (ISP) in grade R classes at two primary schools located in the same poor socio-economic area within the Cape Metropole of the Western Cape Province, South Africa. Learner Support Teachers used this programme to enhance learning in grade R and was called an Intervention Support Programme (ISP). The purpose of the ISP was to improve the school readiness skills of the Grade R learners in four domains: language development, gross and fine motor skills, auditory perceptual skills and visual perception. The study followed a qualitative research approach and was guided by a case study research design. The sample comprised both designers as well as implementers of the ISP who were school-based as well as education district-based officials to explore their views and/or experiences of the ISP. Data was collected via semi-structured interviews after all ethical protocols were followed. The data was analysed using a thematic approach. The findings highlighted, that despite the learners experiencing barriers to learning, they improved by participating in the ISP. The study identified the following factors that facilitated the successful implementation of the ISP: the grade R teachers and LSTs’ work experience and qualifications, their positive attitudes and commitment towards teaching, the designers, implementers and grade one teachers’ positive views about the ISP, the constant review of the ISP, and adapting the ISP to suit local learning and teaching contexts of the schools. The study also identified the following factors that militated against the successful implementation of the ISP: the non- involvement of the ISP implementers (grade R teachers and LSTs) in the input and design of the ISP, the nonalignment of the school curriculum (CAPS) with the ISP, the manner in which ISP leaners were selected, time constraints regarding the delivery of the curriculum, the non- or under-involvement of parents and the community in their children’s schooling, the non-involvement of principals in the ISP and the unrealistic expectations of the district- based officials with regard to the ISP. The study also makes recommendations about how the ISP could be improved to enhance its effectiveness.
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Wu, Yi-Chuan. "A study of factors related to the integration of vocational and academic curricula in selected California counties." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/925.
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Mammadov, Samir. "Factors impacting the integration of one-to-one computing initiative into learning and teaching in Azerbaijan." Thesis, University of Edinburgh, 2016. http://hdl.handle.net/1842/23576.
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During recent decades the educational community around the world has witnessed an increasing interest in programmes aiming at providing teachers as well as learners of all ages with direct access to personal computing devices and the vast amount of information such provision enables. These types of programmes are known as “one-to- one computing”, a term that indicates a very widespread distribution of computers in educational settings. Research into such patterns of provision has accordingly become a priority. Understandably, the realities of one-to-one programme implementation vary considerably across the nations, since cultural setting, educational system, customs of technology use and teachers’ experiences are all significant aspects that influence the process. However, there can be certain commonalities across all these aspects in countries whose educational systems have a largely shared history, as is the case in the former Soviet Union states. Azerbaijan’s experience in the field, as one of the countries with a post-soviet educational system going through curriculum reforms, was very attractive for a comprehensive study with the primary focus on identifying the factors influencing the infusion of one-to-one computing into learning and teaching. The research question developed for this study was: “What factors influence the integration of one-to-one computing into teaching and learning?” Qualitative research methods were used to gather data at three purposively selected schools, two in the capital city of Baku and one in a provincial town. The research data were collected by conducting classroom observations, interviews and focus group discussions with main stakeholders of the programme allowing for investigation of students’, teachers’ and parents’ experiences throughout the implementation process. Using a constructivist grounded theory approach the gathered data were analyzed in two major stages: the first one employed the ‘helicopter view’ approach to attain a preliminary picture, followed by the process of coding, memo-writing and analysis. The second stage of the analysis resulted in a thematic summary into teacher, student and classroom-dynamics-related categories. The findings revealed that the students were the most enthusiastic about the changes brought to the learning process with the introduction of the lightweight, small and inexpensive devices, commonly known as netbooks. The students improved their technological skills and knowledge and applied these skills in acquiring domain knowledge. By providing students with netbooks, the one-to-one programme introduced anytime, anywhere, and individualized learning opportunities. The study also revealed that the introduction of netbooks was leading to students developing collaborative learning skills. In addition, the study found that most of the teachers were developing new teaching methods to continue the programme implementation. They invested extra time and worked hard, notwithstanding the lack of guidelines both on the integration of technology with pedagogy and on meeting newly-set National Curriculum standards. Some teachers overcame the technological challenges that arose along the way eagerly, while others used them as an excuse to discontinue the programme implementation. The parents’ opinions varied considerably, some of them supported the innovation, while others considered the frequent usage of technology excessive, unnecessary and potentially damaging to their children’s health. The latter group of parents expected their children to be taught similarly to them, with a primary focus on the development of handwriting and speaking skills as well as the habits of reading printed books. The research has identified eight major factors influencing the integration of one-to-one computing into teaching and learning: embedding ICT in the curriculum, fostering of exploratory learning, student satisfaction, new learning practices, professional development, school leadership support, teacher beliefs and parental support. Most importantly, the findings have revealed the importance of addressing teacher professional development in terms of integrating technology with pedagogy and meeting curriculum standards through technology-infused teaching methods. These factors indicate the improvements needed for successful programme implementation. It is hoped that the results can be adopted by educational leaders to inform their decisions on one-to-one programmes, thereby contributing to successful integration.
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Willcox, David James. "An analysis of factors influencing the future inclusion of selected topics in the high school health education curriculum as perceived by directors of health education in state departments of education /." The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487759436327388.
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Magnusson, Karin. "A comparison of persons who got Motivational Interviewing (MI) or not to promote physical activity, and prediction of factors influencing change of physical activity level after two years." Thesis, Linköpings universitet, Institutionen för medicin och hälsa, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-69687.
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Introduction: Physical inactivity, related lifestyle diseases and back pain are severe problems in today’s society. One way to increase physical activity level is through Motivational Interviewing (MI). Purpose: Comparing participants who were in need of MI for physical activity due to risk of heart- and coronary disease with participants not in need of MI, and to describe whether MI for physical activity and other factors can predict change of physical activity level. Method: A cohort was followed during two years and measured on lifestyle factors, socioeconomic and psychological factors, general health, motivation to change lifestyle and back pain by questionnaires. Based on risk of heart and coronary disease, participants underwent an MI-session for increased physical activity (n=393) or no MI-session (n=380) at baseline. Results: Besides having a deteriorated lifestyle, the majority of participants who received MI were females, had lower self-estimated economy, had lower health-related quality of life, scored lower on psychological factors and had comorbidity and back pain to a larger extent. Factors related to increase of physical activity level included being physically inactive at baseline, being a female, not having MI and not having disability due to back pain. Conclusion: Participants in the MI-group had poorer health and more back pain. Having MI did not predict an increase of physical activity, but a low level of physical activity in the past and being a female did play a part in the prediction. More research is needed on MI for increase of physical activity level for an individual with risk of heart- and coronary disease and/or with back pain.Introduktion: Fysisk inaktivitet, livsstilssjukdomar, och ryggsmärta är stora problem i dagens samhälle. Ett sätt att öka fysisk aktivitet är motiverande samtal (MI). Syfte: Att jämföra deltagare som på grund av ökad risk för hjärt-/kärlsjukdom har behov för MI för ökad fysisk aktivitet med de som inte har behov, samt att beskriva om MI för ökad fysisk aktivitet och andra faktorer kan predicera en ökning i fysisk aktivitetsnivå efter två år. Metod: En cohort följdes genom två år och mättes med enkäter beträffande livsstils-, socioekonomiska och psykologiska faktorer, hälsa, motivation till ändrad livsstilsbeteende samt ryggsmärta. Baserad på sin risk för hjärt-/kärlsjukdom fick deltagare ett MI-samtal syftat till att öka sin fysiska aktivitetsnivå (n=393) eller inget MI-samtal (n=380) vid baslinjen. Resultat: Deltagare som fick MI för ökad fysisk aktivitet var oftare kvinnor, hade lägre själv-estimerad ekonomi, sämre hälsorelaterad livskvalitet, sämre psykologisk hälsa, mera komorbiditet och mera ryggsmärta. Faktorer relaterade till ökning av fysisk aktivitetsnivå var att vara inaktiv vid baslinjemätningen, att vara kvinna, att inte ha haft MI och att inte ha funktionsnedsättning på grund av ryggsmärta. Konklusion: Deltagare i MI-gruppen hade sämre hälsa och mera ryggsmärta. MI predicerade inte en ökning av fysisk aktivitetsnivå. Däremot predicerade tidigare låg aktivitetsnivå och att vara kvinna en ökning. Mer forskning behövs avseende effekt av MI för ökning av fysisk aktivitetsnivå för individer med risk för hjärt-/kärlsjukdom och/eller ryggsmärta.
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Fairbrother, Michael. "Exploring Teachers’ Perceptions of the Complex Contextual Factors Influencing Decisions to Participate in Professional Learning on Early Reading and Their Uptake of Classroom Strategies." Thesis, Université d'Ottawa / University of Ottawa, 2020. http://hdl.handle.net/10393/41254.
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Research demonstrates those who fail to learn to read well face unfair and lifelong societal disadvantage (Allington, 2011; Castles et al., 2018; Frontier, College, 2018). The number of children who fail to learn to read proficiently remains unacceptable and persists even as research suggests practices to help struggling readers (Allington, 2011; Castles et al., 2018). Building upon dismal findings from literacy networks and evidence from empirical research this study addresses this problem by exploring how contextual factors influence teachers’ learning and practice and student early reading achievement through two research questions: 1) How do contextual variables at the school, board and provincial level influence the planning, delivery and uptake of early reading professional learning opportunities? 2) How do teachers perceive the relationships between (a) their professional learning experiences, (b) their classroom early reading practices, and (c) student reading outcomes? This complexivist multiple instrumental case study explores the role of context upon teachers’ (N = 6) perspectives in three diverse schools (rural, urban and suburban) in one school board with the voices of principals (N = 3) and board-level reading experts (N = 3) providing additional layers of context. Within-case findings demonstrate the importance of meeting local teacher and student needs. Contextual networks represent pathways leading to learning, teaching and student reading development. Cross-case findings reveal the universal needs of the participants for meeting students’ core social and academic needs. Finally, a conceptual framework depicts the interaction of contextual factors within the teaching, learning and student achievement process. Theoretical, empirical and practical implications anchor a discussion proposing a research agenda situating teacher early reading learning into a professional learning collective compassionate to the learning needs of teachers who in turn can be more responsive to the local and universal needs of their students.
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English, Gregory G. "The Change Process and the Implementation of High School Jostens Renaissance Programs: A Multiple Case Study." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etd/3528.
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Motivated by the growing body of research relating to the impact school climate has on student achievement, attendance, behavior, and mental well-being, many educators have implemented initiatives and programs aimed at school climate improvement. Jostens Renaissance is one such program and was the program of focus for this study. Though Jostens has numerous publications and media sources to facilitate the sharing of ideas, there is very little information available regarding the implementation of Renaissance.
The primary purpose of this study was to identify factors that facilitated change in the process of implementing high school Jostens Renaissance programs in order to identify any common factors that may be transferable to other schools. A multiple case study approach was utilized to explore the strategies which facilitated the implementation of Renaissance at three southeastern high schools. Data were collected via qualitative interviews with teachers and administrators who were present at their respective schools prior to, during, and after the implementation of Jostens Renaissance. The three study schools selected for the study were identified by Jostens as having strong Renaissance programs.
Seven main themes related to change factors were identified: need for change, supportive administration, dedicated faculty coordinator, student leadership and participation, faculty buy-in and participation, intentionality in building teacher climate, and perceived quality of the program. Surprisingly, none of the schools experienced any major barriers the implementation. Participants credited the lack of implementation barriers to a perceived need for change among the school community.
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Chetty, P. K. "Factors influencing the choice of religion studies as a subject in the further education and training band: a case study of two schools within the Uitenhage District of the Eastern Cape Province." Thesis, University of Fort Hare, 2014. http://hdl.handle.net/10353/d1016087.
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In 2006, a new subject, Religion Studies (RS), was introduced in Grade 10 as an optional subject. It represents a major paradigm shift in education of religion at the public school level. Minimal research has been conducted on the factors influencing the choice of RS in Grade 10 by the learners, subject advisors, principal and educators. This subject might constitute an “easy option” to boost the learner’s performance. Former or “recycled Biblical Studies” educators may be available or even volunteer to teach this subject or they may have to be absorbed within the system. Ethics, morals, cross cultural respect and non-discrimination are critical for the development of the South African democracy. While RS is optional, it could play a critical role towards achieving these outcomes. This study restricted its focus to the Uitenhage District of the Province of the Eastern Cape. After careful consideration, the interpretive approach seemed to offer the best access to the kind of knowledge the researcher desired. A theoretical framework, that narrowly links rational choice with cultural reproduction theory, can prove to be inadequate. This study would be deficient if it was restricted to the family or home factors. Peer influence, self-efficacy or ability, utility value, motivation and teacher or school factors have to be included. The case study approach was used for this research.Semi-structured interviews were used to obtain qualitative responses from learners, from principals and educators whose schools are offering Religion Studies, and from subject advisors with oversight of this subject. This study discovered, inter alia, that learners did not have a real choice but were led to believe that RS was compulsory. The school has an influential role on a learner’s subject choice. Parental participation fluctuated from active to passive guidance. Learners saw RS as an easy subject and an aggregate booster. The school community both informs and influences the subject choice of learners. The peer influence of friends and fellow learners also featured in subject choice. RS teaches about religion and culture, respect, catalyses moral development, is enjoyable and easy to study but requires extensive reading. The limited diversity in RS classes did not allow for this respect to be tested. RS can catalyse the development of moral values. Despite this subject being an aggregate booster, learners enjoyed RS and therefore do well. After balancing the “costs and benefits,” according to rational choice theory, learners choose subjects with a utility value for their future career. RS opens the possibilities directly and indirectly. The majority of learners said that RS will assist them in their career path, not only narrowly in religious and pedagogical vocations but also more widely. RS could assist in careers with constituencies of religious diversity, in the medical field, human resources and journalism. RS fosters citizenship, non-discrimination and the rounded development of the learner and these objectives have attracted educators to teach RS. Learners enjoy RS, have self-efficacy, their performance ranges from good to well. Educators have a positive view of RS and contend that RS fosters respect, analytical, critical, constructive and lateral thinking. Principals were introduced to RS when it replaced Biblical Studies and much confusion between the two has ensued. RS is inclusive and also catalyses the development of morals. Principals emphasised the ongoing need for retraining of teachers through refresher courses, workshops and seminars and an involved role of the Department. Retraining would prevent the RS educator from being an “ad hoc teacher.” The Department has failed to act proactively in the introduction of RS as a new subject. Challenges lie in the integration of learning, essay writing skills and developing good model assessment tasks. Understanding RS terminology, confusion of RS with Biblical Studies, a shortage of resources, the vast content and the subject related methodology of RS are other concerns. All the stakeholder groups confirm this misperception. Researchers also concur with this finding. Biblical Studies educators have no advantage in RS but rather also necessitate retraining. RS, as a new subject with low intake, was not afforded all the requisite support. The number of schools offering RS is static. Provincial officials also reflect confusion of RS and Biblical Studies. The lack of staffing of the subject specialist at the National or Provincial level office is perturbing. Based on this study of the factors influencing the choice of Religious Studies in the FET Band, the following recommendations were made: Steps should be taken to ensure that learners be given a real choice Sharing of detailed information about the unique nature and outcomes of RS including its critical engagement Informed stakeholder groupings e.g. parents, educators, principal, SGB, community, Provincial and National Department of Education should not abuse their influential role of support by overt or covert compulsion Clarity between spiritual formation and catalysing moral development Educators should continue to foster enjoyment of RS Steps to be taken to facilitate integration of learning, developing essay writing skills and encourage good assessment tasks Increase diversity in class so that respect can be tested More information be given about direct and indirect career pathing Need for continual re-training through refresher courses, workshops and seminars Steps to be taken to address inadequate resources of RS Despite the “flattering” results for RS, efforts need to be taken by all the stakeholder groupings to ensure that learner’s competencies become a means in which RS markets itself Concerted on-going effort be made to clarify the confusion between RS and Biblical Studies That the Department assumes a more engaged role in RS Steps be taken by all the stakeholder groupings to encourage religious diversity in the RS class The National Department of Education has to staff both the National and Provincial Offices with well-equipped and highly motivated leaders.
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Davis, John M. "Sport for all? : an ethnographer's interpretation of the underlying factors influencing children's participation in PE and sport and their consequences for an efficacious implementation of the guidelines for PE of the '5-14 Curriculum and Assessment in Scotland: national guidelines: Expressive Arts..'." Thesis, University of Edinburgh, 1996. http://hdl.handle.net/1842/21189.
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In 1989 the Scottish Office Education Department (SOED) introduced a curriculum innovation entitled, 'Curriculum and Assessment in Scotland (CAS) a Policy for the 90's'. Curriculum guidelines for PE were contained within 'Expressive Arts 5-14' (SOED 1992). The immediate aim of the guidelines was to ensure that, 'Physical education should provide all pupils with opportunities to engage in purposeful and enjoyable physical activities' (SOED 1992 p3). This thesis is concerned to explore the underlying factors influencing the implementation of the guides for 5-14 CAS PE. By critically examining 'socialisation' based explanations for children's involvement in PE and sport, this research suggests that the existence of pupil cultures in PE classrooms presents problems for the implementation of policies in PE. The utilisation of an ethnographic approach, enables children's involvement in PE and sport to be understood from a cultural perspective and for theory to be elucidated from the daily patterns of behaviour of the individuals studied. The research is contextualised through a discussion of the theoretical literature emanating from 'Differentiation - Polarisation Theory', education reform, elitism in PE and the function of sport in society. This literature is compared with the findings of the ethnography to provide a critical perspective from which to examine the guidelines for 5-14 CAS PE. The study finds that differentiation in PE classes is associated with children's experiences of success and failure. It observes that the ability to succeed or fail during PE and sport relates to early processes of socialisation and the cultural capacity for children to make choices. This capacity is found to relate to children's 'ideas of self'. The thesis locates these ideas in a group context in PE classes and sports areas; where children are found to derive status from their involvement in PE and sport. This process commences at primary school where children least oriented to sport are found to be alienated from sport and PE and to develop values in conflict with the values of high status children, PE teachers and adults who organise sports activities.
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Scherman, Vanessa. "The validity of value-added measures in secondary schools." Thesis, Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-09192007-140841/.
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